Effect of Virtual Learning on the Academic Achievement of Basic Science Students in Yenagoa Local Government Area

Abstract

This study explored the effects of virtual learning on the academic achievement of basic science students. The study adopted the "pre-test post-test quasi-experimental design". The study’s population consisted of all JSS II students in Yenagoa Local Government Area, out of which 147 students were selected to participate in this study through purposive sampling technique. Two intact classes from two schools were used and randomly assigned as the experimental and control groups to be taught using the virtual learning strategy and the modified lecture method. Two research questions and hypotheses were raised. The instrument for data collection is the "Basic Science Achievement Test (BSAT)" which yielded a reliability of 0.87 using"Kuder-Richardson Formula 21 (KR-21)." Data was analysed using "mean and standard deviation and Analysis of Covariance (ANCOVA)." The findings of the study showed that "there was no significant difference in the mean achievement of students taught through the virtual learning and modified lecture strategy." It was recommended among others that the virtual learning should be used as an alternative to traditional classroom instruction when such traditional instruction is not possible, as they are equally effective.